“Are you having us do this because you didn’t have time to prepare a lecture?” “Our other profs don’t make us do this kind of stuff.” “Aren’t you supposed to be teaching us?” The use of active learning approaches can be met with student resistance, especially among those with limited experience. Sometimes that resistance is vocalized, such as with the above comments. Other times, it’s more of a passive resistance—students get into groups and talk (just not about the content) or they surf the web when they’re supposed to be doing a brief writing assignment. Fear of possible resistance prevents many faculty from fully adopting the use of active learning strategies, despite the well-documented positive effects on learning outcomes.